Clarifying the question
We are all aware of the importance of clarifying and focusing our research questions when we embark on a new study in our discipline. Failure to take the time needed to carry out this initial task will most certainly lead to a significant stumbling block as we progress along our research journey. So often, however, when we decide that we will conduct research into our own teaching, we fail to take note of this important first step.
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Creswell’s (2014a) web resource, and (2014b) related book chapter provide good guidance on writing research questions.
Galloway (in Grove and Overton, 2013) also highlights some useful criteria and examples when developing a good educational research question:
- FOCUS: does the question identify the particular element of the wider research topic in which we are interested?
- INTENT: does the research question outline what we actually mean to achieve?
- SCOPE: does the research question delineate (at least approximately) realistic boundaries for our research?
- DECIDABILITY: can the research question be objectively answered?
- TRANSFERABILITY: will the answers to this research question be relevant in other contexts?
Clarifying the Question and Approach
Your main research question will emerge from your chosen educational research approach. The method you use may be qualitative, quantitative and/or mixed Creswell (2014). If your research is more qualitative or explorative, it may be useful to start with simple ‘How?’ and ‘What?’ questions. If it is more quantitative in nature, the questions may be a little more complex, for example ‘Does A relate to B? A mixture of quantitative and qualitative will lead to you pose additional questions like ‘To what extent is this so?’ and ‘In what ways?’
Appropriate Educational Research Approaches
Depending on the nature of your research question, your educational research will use a mixture of qualitative, quantitative and/or mixed method approaches (Tavakol and Sandars, 2014; Grove and Overton, 2013; Cohen et al., 2007). You may find this overview useful in determining which is most appropriate to your project.
Different experts in the field argue for and against particular methods. Qualitative research is very popular in education research due to its highly contextualized and explorative nature. Quantitative experimental research can be more difficult to achieve in educational research, especially when trying to remain within the ethical boundaries around (dis)advantaging student cohorts.
Kember (2003, p.89) argues against the use of experimental design in higher education teaching innovation research, instead recommending, as an alternative, a triangulated approach across ‘multiple-method evaluations from several sources’. In contrast to this, Torgerson (2001) argues for the re-establishment of more randomized control trials in educational research.
An emerging approach is ‘educational design research’. Plomp and Nieveen (2013) have developed a very accessible guide on this approach which highlights common research designs in educational research, that will perhaps link with the focus of your research question (Plomp in Plomp and Nieveen 2013, p.14):
| Types of Research | |
|---|---|
| Survey | to describe, to compare, to evaluate |
| Case Studies | to describe, to compare, to explain |
| Experiments | to explain, to compare |
| Action research | to design/develop a solution to a practical problem |
| Ethnography | to describe, to explain |
| Correlational research | to describe, to compare |
| Evaluation research | to determine the effectiveness of a program |
Some common methods used in qualitative or mixed methods teaching and learning research are focus groups and interviews. Here is a good resource from SAGE on planning focus groups. DiCicco-Bloom and Crabtree (2006) also give good advice regarding how to carry out a good interview. Here is a Sample Information Sheet and Student Consent form for interview and focus groups. This would need to be adapted to cover any research aims and ethical issues you identify in your study.
Next Steps?
Once you have decided on your area of focus and your research question, as well as outlined your method, the next important step is to check the originality of your concept. See Has it Been Done Before? for more information.
References
- Cohen, L., Manion, L., & K.Morrison, (2007) Research Methods in Education, 6th
- Crewell, J W. (2014a) Research Questions and Hypotheses, Research Design: Qualitative, Quantitative and Mixed Methods Approaches
- Creswell, J. W. (2014b) Research Design: Qualitative, Quantitative and Mixed Methods Approaches. 4th Publications.
- DiCicco-Bloom B. & B. F Crabtree (2006) The qualitative research interview Medical Education 2006; 40, 314–321
- Galloway (2013), in Grove M. & T. Overton (2013) Getting Started in Pedagogic Research within the STEM Disciplines, The University of Birmingham on behalf of the National HE STEM Programme
- Kember D. (2003) To Control or Not to Control: The question of whether experimental designs are appropriate for evaluating teaching innovations in higher education, Assessment & Evaluation in Higher Education, 28:1, 89-101, DOI: 10.1080/02602930301684
- Plomp, T. & N. Nieveen, eds. (2013) Educational Design Research Part A: An Introduction, Netherlands Institute for Curriculum Development (SLO)
- Tavakol, M & J Sandars (2014) Quantitative and qualitative methods in medical education research: Medical Teacher, 2014, 36: 746–756 AMEE Guide No 90
- Torgerson, C. (2001) The need for randomized controlled trials in educational research. British Journal of Educational Studies, 49 (3) 316-328. ISSN 007-1005.